國家教育研究院

　　12年國民基本教育課程綱要社會領域（草案），地理科的學習內容主要依據總綱和社會領綱的基本理念與課程目標，並參考國際地理聯合會公布之《2016地理教育國際憲章》揭櫫的基本精神而研訂。該“憲章”內容在地理教育的主題和議題組成部分，比1992年公布的更加豐富了地理技能，「……地理學習幫助人們明確表達問題、發展智能、對影響生活的問題做出回應。地理教育不僅帶給人們21世紀的核心技能而且帶給人們與眾不同的探究工具，如地圖、野外考察和地理資訊技術等功能強大的數位通訊技術的運用。」，強調地理課程對教育的貢獻在於地理技能的重要性。其對於地理教育的研究課題方面，鼓勵對不同國家的地理標準和課程進行比較，創造交流、傳播地理教育中的基礎知識、技能和價值觀。因此地理課程的地理技能部分，對於12年國民基本教育的素養導向課程理念而言，更顯其重要性。
由文獻得知，日本與韓國中學地理課程近年來的改革，其修訂重點都有強調地理技能的學習，兩國的教科書也是依課程標準而編審，從教材編選、教學內容規劃等方面，檢視地理課程改革修訂後，有關地理技能的學習如何呈現於教科書設計，且日、韓兩國的教育環境、升學制度等與臺灣相近。因此本計畫主要採用比較法、內容分析法，藉由分析比較臺灣、日本、韓國高中地理課程所規劃的地理技能內容架構，探討其對應的教材如何呈現於教科書，以及教材設計的重點與問題等面向。研究成果，預期可供臺灣12年國教課程社會領域高中地理教科書編輯與審查的參考。
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　　The draft of the grades 1-12 curriculum guidance point out that the learning content of geography are mainly based on the guidance, the social outline of the basic concepts and objectives, and referencing to the basic spirit of the 2016 International Charter on Geographical Education. The contents of the latter is enriched with the geographical skills revealing that「……studying geography helps them to formulate questions, develop their intellectual skills and respond to issues affecting their lives. It introduces them not only to key 21st century skills but also to distinctive investigative tools such as maps, fieldwork and the use of powerful digital communication technologies.」and emphasizing that the contribution of geography to education lies in the importance of geography skills. With regard to the research topic of geography education, the 2016 International Charter on Geographical Education encourages the comparison of geography standards from different countries and opportunities for international teacher exchanges should be encouraged in order to disseminate the knowledge, skills and values that are basic in geography education. Therefore, the geographical skills of geographical courses, for the ideas of the competence-oriented grades 1-12 curriculum, is more significant importance.
　　According to literature research, the Reform and Revision of Geography Curriculum in Korea and Japan in Recent Years are focused on the studying of geography skills. More importantly, the educational environment between Korea and Japan and national conditions similar to Taiwan. Therefore, the comparative and content analysis methods will be taken in this study in order to analyze and compare the geography curriculum planning and geography skills content architecture of high school geography textbook in Taiwan, Korea, and Japan to explore how the corresponding teaching materials in the textbook, as well as the focus of teaching and design issues and so on..It is hoped that the results of this study will be a reference for the editing and reviewing of the geography textbook of high school for the grades 1-12 curriculum in Taiwan.
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